Transcript Principles of Behavior Management (PSY333): Lecture 4

Principles of Behavior
Management (PSY333):
Gary L. Cates, Ph.D., N.C.S.P
My Behavior Management
Project
Gary L. Cates
Decreasing dinning-out
General reason why I want to quit dinning
out.
Research supported reason1 why I should
quit dinning out.
Research supported reason 2 why I should
quit dinning out.
Research on Target Behavior
• Study 1 looked at ____ and found ___
• Study 2 investigated _____ and the data
suggested that _____.
• The research has not investigated the
extent to which keeping a log may impact
dinning out.
Purpose of the study
• Purpose of the study was to determine
extent to which a log would be helpful in
the decreasing dining out behavior.
Method
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Participant/setting
Procedures
Design and Dependent variables
Inter-observer Reliability (if applicable)
Results
Should have at least one graph for each
behavior targeted.
No statistics are needed.
Discussion
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Summarize purpose and results
What were the strengths of the projects
What were the weaknesses
What would you do differently
Tips for others considering doing a similar
behavior modification project.
• Ask for questions and provide answers
Questions?
Stimulus Discrimination and
Stimulus Generalization
3 Types of Stimuli
• Discriminative Stimulus: Reinforcement is
available (SD)
• Neutral Stimulus: No reinforcement or
punishment is available (SΔ )
• Warning Stimulus: Punishments is
available
Discrimination Training
• Learning when to behave and when not to
behave
• Reinforcing a response in presence of one
stimulus but not another
e. g. Colors
Color Discrimination
What about you?
• When have you engaged in stimulus
discrimination today?
Stimulus Control
• Degree of correlation between stimulus
and response
• Degree to which a behavior occurs in
presence of a specific stimulus
• e.g. Traffic light
Color Discrimination Revisited
What about you?
• What behaviors do you have that are
under stimulus control?
Let’s discriminate
Learning an Alien Language
Effective discrimination training
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Choose distinct signals
Minimize opportunities for error
– Minimize stimulus array
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Maximize Number of learning trials
Make use of rules
Stimulus Generalization
• Responding similarly across two or more
stimuli
√ The more the stimuli are alike the more
likely the response to take place
e.g. finding your car
What about you?
• What behaviors/responses do you
generalize across settings?
• Can that response always be generalized?
• Should that response always be
generalized?
Classes of Stimuli
Stimulus Class: Set of stimuli with similar
characteristics in common
AKA: Concept
Equivalence Class: Set of stimuli with different
characteristics, but represent the same thing
e.g. Written name, verbal name, picture of person
Inducing Stimuli Classes
√ Explicit training is not necessarily needed
to induce stimulus control across stimuli
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Symmetry: A = B
Reflexivity: A = A
Transivity: A = B; B = C; A = C
Discriminating discrimination
among other discriminative
stimuli
Stimulus discrimination and escape
e.g. hailing a taxi out in the cold: Must
have no patrons in it.
Stimulus discrimination and punishment
e.g. Boiling pan: Do not touch or you get
burned.
Stimulus Discrimination and
Differential Reinforcement
DR- 2 responses (right way and wrong
way)and 1 stimulus
e.g. Asking mom for money
SD- Two stimuli (Right signal wrong Signal)
and 1 response
e.g. Asking mom OR dad for money?
Requirements for stimulus control
• Attention of the subject
• Sensory capabilities of the subject
• The stimulus must stand out relative to
other stimuli.
Shaping, Chaining, Prompting
& Fading
Shaping
Reinforcing successive approximations to
the target response while extinguishing
preceding approximations.
√ Does not have to be done in an exact way
This concept requires understanding of
Reinforcement, extinction, and Differential
Reinforcement.
Terms
Terminal Behavior: The final goal of an
intervention
Operant Level: Frequency of responding before
reinforcement
Initial Behavior: Some behavior that resembles the
terminal behavior in some way.
Intermediate behaviors: Those behaviors that
more closely approximate the target responses.
Lookin’ for a volunteer
• Who wants to shape up their behavior?
Chaining
√ Must be done in a general stepwise format
e. g. making a sandwich
√ Each response serves a dual function
– Signal for next response
– Reinforcer for completion of the previous
response.
Task Analysis
• Breaking a behavioral chain into its
smaller responses.
• Extent to which you are successful with
teaching new behaviors from a chaining
perspective is directly related to your
ability to do a good task analysis.
2 Types of chaining
Forward Chaining (total task presentation)
Presenting each link in a forward format
- Example: Putting on a pair of pants
Backward Chaining: Presenting each link of
a chain in a backward format.
- Example: Putting on a pair of pants.
Time to make a chain
Do a task analysis for making an omelet
Do a task analysis for a chain of responses
that you consider yourself an expert in that
perhaps no one else in the class is.
Respondent Conditioning
Do not say Classical Conditioning
- Eliciting of behavior not evoking
behavior
- Automatic Physiological responses
not controlled free willed or operant
responses
General
• Pavlov: Russian Physiologist
US
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US + CS 
CS
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UR
CR
CR
Examples
Example 1:
Example 2:
Example 3:
Example 4:
Example 5:
Example 6:
Example 7:
Example 8:
Salivating Dogs and Bells
Little Albert & White Rats
Chemo Therapy & Favorite foods
Mammalary Effusion: Leaking Breasts
Coke Classic vs Caffeine Free Coke
Phobias
Bedwetting
Aversion Therapy
Factors That influence Respondent
Conditioning
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Number of pairings
inter-stimulus interval: .5 sec
Continuous Pairing > Intermittent Pairing
Intense Stimuli (CS US)
Respondent Extinction
• Stop pairing the CS with the UCS
Q. How is this different than escape
extinction?
Compound Stimulus
• Two stimuli together is your CS
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Generalized Conditioning
– Second order conditioning, third order and so
on
– Generally it gets weaker and easier to
extinguish
• √ Difficult due to respondent extinction
Drug Overdoses
• Most are due to taking too much poison.
However, they often occur in novel
environment but no more drug than they
took before.
– Drugs not only produce a high, but also
counter effects to reduce the high.
– The drug, Room, Needle Prick
Operant-Respondent Interactions
• Emotions: Rewards and Punishers are
associated with internal events
• Thinking: Words are associated with
senses
Systematic Self-Desenstization
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Construct a Fear Hierarchy (0-100; least
to most fearful)
- SUD : Subjective Unit of Discomfort
Deep Muscle Relaxation:
Implement Program
Flooding
• Putting person in fearful situation with
positive outcome.
• Not allowing the CS to be paired with UCS
Systematic Desensitization
• You should seek help if you:
– are uncomfortable during the creation of the
hierarchy
– Contradictory SUDS Ratings
– Can’t produce visual imagery
– Inability to control the beginning or ending of
image
– Inability to meet goals